Title : Teaching to Promote Student Learning: Evidence Support ing the Efficacy of Research-based Instructional Approaches
Speaker : Prof. Jeffrey E. Froyd
Professor, Department of Engineering Education
Ohio State University
The institute organized an institute lecture by Prof. Jeffrey E. Froyd on the 2nd of August, 2018 at the Victor Menezes Convention Centre, IIT Bombay. The talk forayed into some interesting areas in the realm of student learning.
Since the ultimate goal of teaching courses is to support student development with respect to a wide range of learning outcomes, approaches to teaching should be selected, based in part, on their efficacy with respect to student learning. Over the past 30 years, numerous studies have
demonstrated superior effectiveness with respect to student learning when compared to traditional lecture. As a whole, these studies provide a such compelling case for research-based instructional approaches that a meta-analysis published in 2014 concluded, "The researchers point out that these effects are so large that, had they been studying effects of a drug
on patient outcome using a randomized controlled trial design, the study would likely have been stopped so that all patients (and not juInvite - Institute lecture on “Teaching to Promote Student Learning: Evidence Supporting the Efficacy of Research-based Instructional Approaches” on
August 2, 2018st those randomly assigned to the drug) could benefit." As one article paraphrased the conclusion, it might "constitute educational malpractice not to use active learning" (https://neuwritesd.org/2017/10/26/engaged-teaching-and-learning-ready-se...).
These research-based instructional approaches include problem based learning, cooperative learning, process oriented guided inquiry learning, active learning, etc. However, most faculty members teaching courses in engineering, chemistry, physics, mathematics, biology, statistics, and similar subjects do not know this extensive literature, because it in published in unfamiliar venues outside. This talk will review the literature to make studies on research-based instructional approaches and the supporting evidence accessible to faculty members who could apply these approaches in their classrooms.
About the speaker:
Prof. Jeffrey E. Froyd, has been recognized world-wide as an engineering education pioneer and for his achievements in various areas, including integrated curriculum development and evaluation; adoption, institutionalization, and propagation of educational innovations;
curriculum redesign; and faculty development.
He has served as Project Director for a National Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative, integrated undergraduate engineering curricula. He has offered over 30 workshops on faculty development, curricular change processes, curriculum redesign and
assessment in the U.S. and abroad.
Before joining the Department of Engineering Education of Ohio State University as a professor in November 2017, Prof. Froyd spent 18 years at Texas A&M University, most recently as a Research Professor in the Office of Engineering Academic and Student Affairs. Previously, he was a professor of Electrical and Computer Engineering at Rose-Hulman. There, he co-created the Integrated First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence.
Dr. Froyd, a Fellow of the IEEE and the American Society for Engineering Education (ASEE), is the Editor-in-Chief for the IEEE Transactions on Education, a Senior Associate Editor for the Journal on Engineering Education, and an Associate Editor for the International Journal on STEM